|Name||Coteford Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 January 2012|
|Address||Fore Street, Eastcote, Pinner, HA5 2HX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||19.1%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Coteford Infant School is similar in size to most infant schools. The largest group of pupils are of White British heritage. The proportion of pupils who are from minority ethnic heritages is above average, as is that of the pupils who speak English as an additional language and are at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is above average. The proportion of disabled pupils and those who have special educational needs is above average. The school has a specially resourced provision for pupils with physical disabilities. This is in the form of a unit which provides bespoke support for up to 12 pupils who are fully integrated into mainstream classes. The school has a Children’s Centre on site which opened in November 2011. A privately run nursery operates from the school site and is subject to a separate inspection.
Coteford Infant School is providing a good standard of education. It is improving steadily under the good leadership and management of the headteacher. Pupils’ progress and achievement are accelerating in reading and writing, because of good teaching. Reflecting the views of many parents and carers, one said, ‘I am so happy with Coteford Infant School. It was the best decision we have ever made sending our three children here.’ Children in the Early Years Foundation Stage get off to a good start in their early reading and communication skills. By the end of Year 2, pupils achieve well in their learning because the school has very high expectations of them. Pupils within the specially resourced unit also make good progress as a result of well-targeted one-to-one guidance. Typically, teaching is good and sometimes better, and regularly enthuses pupils with a love of learning and an appreciation of how it relates to their present and future lives. Nevertheless, in some lessons, teachers do not always ask sufficiently probing questions or make pupils aware of their targets in order to ‘signpost’ next steps. Pupils’ behaviour in lessons and around the school is consistently outstanding. They work and play together amicably and have positive relationships with staff. Friendship across gender and minority ethnic groups is strong. Pupils feel extremely safe and secure, attend well and they are keen to learn. Pupils’ awareness of spiritual, moral, social and cultural issues and respect for diversity are promoted particularly well through attractive classroom displays and themed events such as the ‘Arts Week’. The headteacher and the senior team work well together to guide and support staff, and are determined to raise achievement for all pupils. This has created confidence and a real sense of purpose among pupils, staff, and parents and carers. Nevertheless, classroom activities for Reception children are not fully extended to the outdoor area.